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3.
Assessing Relevant Learner Characteristics <ul><li>Learners are not all alike, they differ in the ways they learn best. </li></ul><ul><li>As instruction is prepared, these differences must be taken into account. </li></ul><ul><li>To do that successfully, instructional designers should be aware of the characteristics of the targeted learners. </li></ul><ul><li>The process of identifying these specific characteristics is called assessing the relevant characteristics of learners , although we will call it simply learner assessment . </li></ul>Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme

5.
Assessing Relevant Learner Characteristics <ul><li>Traditionally, writers on this subject have advised instructional designers to direct their attention to typical or representative learners so as to maximize the number (and success rates) of people who subsequently participate in instruction. </li></ul><ul><li>However, growing sensitivity to the needs of a typical learners, such as those possessing physical, mental, or learning disabilities, may require instructional designers to pay increasing attention to a broader range of learner characteristics. </li></ul>Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme

6.
When Should Learner Characteristics Be Assessed? <ul><li>Instructional designers should consider the targeted learners at three points in time : </li></ul><ul><li>Before instruction is prepared to meet identified instructional needs and solve specific human performance problems as they exist at the present time . </li></ul><ul><li>Learners who may need to participate in future instruction , perhaps on a regular basis. </li></ul><ul><li>Each time the instruction is delivered. </li></ul>Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme

7.
How Should Learner Characteristics Be Assessed? <ul><li>Instructional designers may assess learner characteristics using either of two methods : </li></ul><ul><li>The derived approach . Can instructional designers identify learner characteristics of obvious importance to a given performance problem, instructional need, or organizational constraint simply by brainstorming? If so, they can derive relevant learner characteristics. </li></ul><ul><li>The contrived approach. If learner characteristics cannot be identified easily through the derived approach, then instructional designers should contrive a list of characteristics worthy of consideration. </li></ul>Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme

8.
Developing a Profile of Learner Characteristics <ul><li>A learner profile is a narrative description of the targeted audience for instruction that sets forth key assumptions that will be made about them as instruction is prepared. </li></ul><ul><li>To be adequate, this learner profile should be consistent with the results of the learner assessment and complete enough to be used for making instructional decisions. </li></ul>Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme

14.
Why Bother with Theory at all? <ul><li>It is an essential element in the preparation of ISD </li></ul><ul><li>It flows throughout all dimensions of ISD </li></ul><ul><li>Depending on the learners and situation, different learning theories may apply </li></ul><ul><li>The Instructional Designer must understand the strengths and weaknesses of each learning theory to optimize their use in appropriate instructional design strategy </li></ul>Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme

19.
Multiple Intelligences (BILLNISM) <ul><li>BODILY KINESTHETIC (“Body Smart”) – Has to do with movement and doing. </li></ul><ul><li>INTERPERSONAL (“People Smart”) – Has to do with interaction with others. </li></ul><ul><li>LINGUISTIC (“Word Smart”) – Verbal-linguistic intelligence has to do with words. Spoken or written. </li></ul><ul><li>LOGICAL-MATHEMATICAL (“Number/Reasoning Smart” – has to do with logic, abstractions, inductive and numbers. </li></ul><ul><li>NATURALISTIC (“Nature Smart”) – has to do with nature, nurturing and classification. </li></ul><ul><li>INTRAPERSONAL (“Self Smart) – Has to do with introspective and self-reflective capacities </li></ul><ul><li>SPATIAL (“Picture Smart”) – Has to do with vision and spatial judgement. </li></ul><ul><li>MUSICAL (Music Smart” – Has to do with Rhythm, music and hearing </li></ul>Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme

21.
Analyzing Relevant Learning and Work Setting Characteristics <ul><li>Analyzing the characteristics of a work or learning setting is the process of gathering information about an organization’s resources, constraints, and culture so that instruction will be designed in a way appropriate to the environment. </li></ul>Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme

22.
The Importance of Setting Analysis <ul><li>People cannot apply what they learn—or transfer their learning to improved work or learning performance—if the realities of the work or learning setting are ignored. </li></ul>Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme

24.
Key Questions to Ask About the Setting <ul><li>Based on what is known about the organization, what characteristics are most relevant? </li></ul><ul><li>How are the characteristics relevant? </li></ul><ul><li>What is known about how each characteristic affects on-the-job and classroom performance? </li></ul><ul><li>How should information about these characteristics subsequently be used in the instructional design process to improve the chances that learners will apply in their real environment what they learned during instruction? </li></ul><ul><li>How should this information influence subsequent steps in the instructional design model? </li></ul>Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme

25.
What Is Task Analysis? <ul><li>Task analysis : </li></ul><ul><li>Is an intensive examination of how people perform work or learning activities. </li></ul><ul><li>Can sometimes involve a critique and reexamination of work or learning activities as well. </li></ul>Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme

28.
What Is Content Analysis? <ul><li>Content analysis : </li></ul><ul><li>Is sometimes called subject matter analysis. </li></ul><ul><li>Pinpoints issues for instruction. </li></ul><ul><li>Helps make decisions about what to include or exclude from instruction. </li></ul><ul><li>Provides some guidance in determining in what order ideas should be treated. </li></ul>Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme

29.
Why Is Content Analysis Important ? <ul><li>Content analysis is important because it: </li></ul><ul><li>Is a process of identifying the essential information that learners should translate into work-related knowledge, skills, and attitudes through planned instructional experiences. </li></ul><ul><li>Helps instructional designers to play an important role in organizing information in ways that will be meaningful to learners. </li></ul>Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme